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• Analysis of the issue – a landscape component approach• Synthesis and evaluation of the existing or traditional media presentation of theissue• Evaluation of understanding of the studied issue in the form of questions andtests.ConclusionElectronic support of teaching and learning processes is necessary in the currentconditions of increasing number of Geography students in the Bachelor’s degreeprogrammes at the Faculty of Science of Masaryk University Brno. It is the indirectresult of the affiliation of the Czech Republic to the Bologna Process. As far as thestate of the ICT equipment and the level of the ICT skills of the academic staff areconcerned, Masaryk University has got all the pre-requisites for the use of e-learningmethods. The aim of Masaryk University for the forthcoming period is the shift to thestage in which e-learning tools can be easily used by every teacher. The electronicstudy resources which are available to students by means of the Information Systemof Masaryk University (http://is.muni.cz) are also used within lifelong education, forexample by the teacher-trainees of the Summer Geographical School.References1. BUTT G. 2002. Reflective Teaching of Geography 11-18. London- New York:Continuum.2. HASSELL D. 2000. Issues in ICT and Geography. [in:] Fisher C., Binns T. (eds): Issuein Geography Teaching. London: Routledge Falmer, pp. 80-92.3. HERBER V. 2004. Physical geography of the Czech Republic.URL: http://www.geogr.muni.cz/vyuka/FyzGeogrCR/index.html (In Czech)4. LAMBERT D., BALDERSTONE D. 2000. Learning to Teach Geography in theSecondary School. London: RoutledgeFalmer.5. MANAK J. 1999. The sketch of didactics (Nárys didaktiky). Brno: Masaryk University.(In Czech)6. MANAK J., SVEC V. 2003. Teaching and learning methods (Výukové metody). Brno:Paido. (In Czech)42
Geographical fieldwork in forestsJaromír Kolejka 1 , Eduard Hofmann 21Faculty of Forestry and Wood Technology, Mendel University of Agricultureand Forestry, Brno, Czech Republic2Faculty of Education, Masaryk University, Brno, Czech Republice-mail: kolejka@mendelu.cz hofmann@ped.muni.czAbstractGeneral and regional geographic knowledge allows us to understand better many spatialquestions related to the forest, its position, extension, composition, differentiation, margins,and especially the functions, etc. The forest serves as an indicator of many phenomenahidden to common eyes. Schools researching information, about forests helps pupils tounderstand them. Fieldwork in forest areas and the consequent processing of data about theforest improves respect for forests among pupils, and contributes to the environmental careand protection as well.Key words: forest, research, fieldwork, field centreIntroductionGeographical knowledge allows us to better understand many spatial questions. Theright studies support not only a better orientation of the land use, understanding theinternal and external relationships, but also an the explanation of local and regionalsituation. The forest serves as an indicator of many phenomena hidden to commoneyes, so studying it and understanding the processes involved is very important.The Czech Republic is a landlocked country located in Central Europe. Woodlandscover aproximately 33,4% of Czech territory. The territorial distribution of forestsreflects the spatial structure of the country and the mountains specifically causingthe right sort of climatic and soil conditions for forest growth. Its area of forestryhas grown since the 16 th and 17 th century, when it only covered about 5% of thesurface. The largest forest areas cover the border mountain ranges of Bohemia andMoravia as this land has colder climate, steeper slopes and poorer soils. The largerinland forest areas are located on isolated mountains. Other large forest areas coversteep and deep river valley systems and poor sandy soils on sandstones and also onwind blown and fluvial sands. The rest of the country is covered with a pattern ofsmaller forest patches, pasture and field areas. The proportion of woodland generallyincreases from lowlands into mountains. As might be expected, forests cover lessvaluable soils or less useable sites unless the forest serves special purposes.Schoolteachers thus need to explain to pupils that the woodland is not distributedrandomly in the landscape and its position in any region also reflects regularitiesgiven both by the needs of the human community and also by natural conditions.The forest is thus a good indicator of human and natural factors.43
Page 3 and 4: Changing Horizons inGeography Educa
Page 5 and 6: ContributorsAnouk AdangFaculty of G
Page 7 and 8: Margaret C. KeaneSt Mary’s Univer
Page 9 and 10: Artur ReligaDepartment of Geography
Page 11 and 12: Contents1. Exciting Geography......
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21 and 22: Ministry of Education. Having in mi
Page 23 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41: • an organizer and manager of a l
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
Page 326 and 327:
8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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